New journal article in Zeitschrift für Erziehungswissenschaften published
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The statewide initiative “Education through Language and Writing” (BiSS) focussed (i.a.) on promoting students’ reading comprehension. This longitudinal study with 59 classes investigated a) relations between BiSS-participation and instructional quality, and b) relations between instructional quality and students’ intrinsic reading motivation. Multilevel analyses revealed a small positive effect of BiSS-participation on differentiation in reading instruction and relations between instructional quality and students’ intrinsic reading motivation.